Instructional Communication amid Contemporary Educational Transformations: Insights from Educational Psychology

Abstract

This paper explores instructional communication in contemporary education through the lenses of educational psychology and cultural diversity. It compares European, Asian, and North American approaches, highlighting democratic, hierarchical, and performance-oriented pedagogies. European models emphasize reflective dialogue and teacher–student equality, Asian traditions stress respect and collaboration within hierarchical structures, and North American practices integrate performance-based instruction with social-emotional learning. Cultural diversity and global digitalization make instructional communication both cognitive and emotional, demanding flexible, culturally responsive teaching.